To identify and disseminate information on effective, cooperative, or innovative programs for young children to libraries, childcare providers, and community agencies serving young children (birth to school age). To develop training workshops on early childhood programs and services and present them at conferences and institutes and for other institutions serving youth. To cooperate as appropriate with other ALSC committees and other associations working with the young child to initiate activities and projects.

To identify and disseminate information on effective, cooperative, or innovative programs for young children to libraries, childcare providers, and community agencies serving young children (birth to school age). To develop training workshops on early childhood programs and services and present them at conferences and institutes and for other institutions serving youth. To cooperate as appropriate with other ALSC committees and other associations working with the young child to initiate activities and projects.

The public library is a natural community learning center. Children’s librarians are assuming new roles as educators who plan programming that addresses literacy and language, math and science education standards. In this stimulating, hands-on workshop, you will explore using the same book many times in many ways, learn how to incorporate math and science activities into any storyhour, and focus on outcome-based early literacy programs, and community outreach. Enrich your practice by joining us for this exciting learning experience.

Two innovative public libraries are partnering with local agencies to encourage families to read with young children: Brooklyn Public Library’s "Brooklyn Reads to Babies" and the Public Library of Charlotte and Mecklenburg County "Read to Me Charlotte." This presentation will take participants beyond the programmatic model of Every Child Ready to Read to transform local initiatives into community campaigns. Speakers will present best practices and lessons learned in their community initiatives.

Two innovative public libraries are partnering with local agencies to encourage families to read with young children: Brooklyn Public Library’s "Brooklyn Reads to Babies" and the Public Library of Charlotte and Mecklenburg County "Read to Me Charlotte." This presentation will take participants beyond the programmatic model of Every Child Ready to Read to transform local initiatives into community campaigns. Speakers will present best practices and lessons learned in their community initiatives.

'''This resource list was prepared by Meagan Albright and April Roy.'''

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This resource list was prepared by Meagan Albright.

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==== Information about Read to Me, Charlotte ====

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===== Information about Read to Me, Charlotte =====

Read to Me, Charlotte! is a new, exciting initiative coordinated by the Public Library of Charlotte & Mecklenburg County. The initiative’s goal is to encourage all families in Charlotte to read to their children - especially during the vitally important ages birth-5 and to encourage all sectors of the community to participate in the literacy effort.

Read to Me, Charlotte! is a new, exciting initiative coordinated by the Public Library of Charlotte & Mecklenburg County. The initiative’s goal is to encourage all families in Charlotte to read to their children - especially during the vitally important ages birth-5 and to encourage all sectors of the community to participate in the literacy effort.

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*Read to Me, Charlotte Web site: The Web site (in development)is created especially for parents, teachers and caregivers of children ages birth-5 with community literacy resources, early literacy information, library resources, and family reading activities.

*Read to Me, Charlotte Web site: The Web site (in development)is created especially for parents, teachers and caregivers of children ages birth-5 with community literacy resources, early literacy information, library resources, and family reading activities.

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== Resources for adults working with Children 0-24 Months ==

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==== Professional Articles for Librarians Working with Children 0-24 Months: ====

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=='''Early Childhood Resources'''==

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=== Resources for adults working with Children 0-24 Months ===

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===== Professional Articles for Librarians Working with Children 0-24 Months: =====

'''Prepared by the Children’s Librarians at the Northport-East Northport Public Library'''

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Prepared by the Children’s Librarians at the Northport-East Northport Public Library

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== Why early literacy efforts matter ==

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=='''Libraries and Early Childhood Related Research'''==

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===Early Childhood Longitudinal Study===

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'''New NCES Report Highlights Preschoolers' Knowledge and Skills'''

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''The ALA Office for Research and Statistics ''

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The first report produced using data from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in the year 2001, provides a range of information about these children when they were about 4 years old.

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Preschool: First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort, released by the National Center for Education Statistics (NCES), shows that children at an early age demonstrated a wide range of skills and abilities. For example, 64 percent of children could identify the colors blue, yellow, orange, black, and brown without assistance at about 4 years of age, while 65 percent were proficient in naming numbers and shapes.

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ECLS-B is designed to provide detailed information on children's development, health, and early learning experiences in the years leading up to entry into school. The longitudinal study is following the progress of about 10,000 children, which is representative of the approximately 4 million children born in the United States in 2001. The study is the first national effort to directly assess children's early mental and physical development, their relationships with parents, the quality of their early care and education, and the contributions of both mothers and fathers in their lives.

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Other findings from the report include:

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* Three-quarters (77 percent) of the children in the study were living in two-parent households; and about two-thirds of the children's mothers were either working full- or part-time (60 percent) or looking for work (6 percent).

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* Children with two-parent families scored higher than children with single-parent families in several aspects of early literacy: letter recognition, or children's ability to identify letters of the alphabet; phonological awareness, or understanding of the sounds and structure of spoken language; and conventions of print, or understanding such aspects as the reading of English text from left to right.

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* The percentage of children demonstrating proficiency in numbers and shapes ranged from 40 percent among lower socioeconomic status (SES) families to 87 percent in higher SES families.

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* About 80 percent received care from someone other than a parent on a regular basis. Specifically, 45 percent were in a center-based (non-Head Start) setting; 13 percent were in a Head Start setting; 13 percent were in a home-based relative care setting; and 8 percent were in a home-based nonrelative care setting.

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Browse this document:

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http://nces.ed.gov/pubs2008/preschool3/

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To download, view and print the publication as a PDF file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008025

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The data upon which this report is based are available in the ECLS-B Longitudinal 9-Month-Preschool Restricted-Use Data File and Electronic Codebook (NCES 2008-034). For information about ordering these data, which are only available in restricted-use format, please visit:

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http://nces.ed.gov/statprog/instruct.asp

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For more information about the Early Childhood Longitudinal Study Program, please visit:

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http://nces.ed.gov/ecls/index.asp

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===Why early literacy efforts matter===

==== Urban Libraries Council report: Making Cities Stronger: Public Library Contributions to Local Economic Development ====

==== Urban Libraries Council report: Making Cities Stronger: Public Library Contributions to Local Economic Development ====

Function Statement

To identify and disseminate information on effective, cooperative, or innovative programs for young children to libraries, childcare providers, and community agencies serving young children (birth to school age). To develop training workshops on early childhood programs and services and present them at conferences and institutes and for other institutions serving youth. To cooperate as appropriate with other ALSC committees and other associations working with the young child to initiate activities and projects.

Library Conferences

American Library Association Annual Conference 2009 Program in Chicago

Beyond Storytimes: Standards-Based Partnerships for Early Learning

Saturday, July 11, 2009, 8-10 am

The public library is a natural community learning center. Children’s librarians are assuming new roles as educators who plan programming that addresses literacy and language, math and science education standards. In this stimulating, hands-on workshop, you will explore using the same book many times in many ways, learn how to incorporate math and science activities into any storyhour, and focus on outcome-based early literacy programs, and community outreach. Enrich your practice by joining us for this exciting learning experience.

American Library Association Annual Conference 2007 Program

Saturday, June 23, 2007, 8-10 am
Two innovative public libraries are partnering with local agencies to encourage families to read with young children: Brooklyn Public Library’s "Brooklyn Reads to Babies" and the Public Library of Charlotte and Mecklenburg County "Read to Me Charlotte." This presentation will take participants beyond the programmatic model of Every Child Ready to Read to transform local initiatives into community campaigns. Speakers will present best practices and lessons learned in their community initiatives.
Speakers: Susan Straub, Creator & Director, The Read to Me Program; Rachel Payne, Coordinator of Preschool Services, Brooklyn Public Library

Brooklyn Reads to Babies: Brooklyn Public Library's Early Literacy Campaign

Information about Read to Me, Charlotte

Read to Me, Charlotte! is a new, exciting initiative coordinated by the Public Library of Charlotte & Mecklenburg County. The initiative’s goal is to encourage all families in Charlotte to read to their children - especially during the vitally important ages birth-5 and to encourage all sectors of the community to participate in the literacy effort.

Since January 2007, we have implemented several community-driven activities. Activities surrounding Read to Me, Charlotte:

Literacy Scan of Charlotte and Mecklenburg County, a comprehensive online database of literacy service providers in Mecklenburg County posted on our Web site in various strategic locations. (See websites listed at the end of this document.)

Community Literacy Envisioning Day, a meeting of multiple sectors of the community including school staff members, the public school superintendent, the arts community, business members, literacy service agencies and many others. During the meeting we brainstormed what each sector of the community can do to contribute to early literacy efforts in Charlotte and Mecklenburg County. The day was very successful with 100 percent of the attendees indicating interest in Read to Me, Charlotte!

Read to Me, Charlotte! Steering Committee: This committee of 15 members from various sectors of the community is combining their input and experiences to help shape, inform and progress the program’s initiatives. They are helping to strategize partnership opportunities and choose effective programs with Read to Me, Charlotte!

Beginning August 2007:

Born Reader Program, a collaborative book give-away effort between the main hospital location of Carolinas Medical Center, the largest and most diverse maternity program in Charlotte, and the Public Library of Charlotte & Mecklenburg County. Each family will receive the board book Brown Bear, Brown Bear, What Do You See? in English or in Spanish. The book includes a brochure with a library card application, reading tips and early literacy information for parents, and early reader resources at the public library.

Read to Me, Charlotte! A public awareness campaign to encourage families to read to their children early and often. The public awareness campaign includes print and radio ads to be run for one year in Charlotte.

Read to Me, Charlotte Web site: The Web site (in development)is created especially for parents, teachers and caregivers of children ages birth-5 with community literacy resources, early literacy information, library resources, and family reading activities.

Early Childhood Resources

Resources for adults working with Children 0-24 Months

Professional Articles for Librarians Working with Children 0-24 Months:

Nespeca, Sue McCleaf. Library Programming for Families with Young Children: a how to do it manual. New York: Neal-Schuman, 1994.
(inclues infant, toddler, pre-K, and family programming)

Reid, Rob. Something Funny Happened at the Library: how to create humorous programs for children and young adults. ALA, 2002.
Schiller, Pam, Rafeal Lara-Alecio, and Beverly J. Irby. The Bilingual Book of Rhymes, Songs, Stories and Fingerplays. Gryphon, 2004.

Sierra, Judy. The Multicultural Folktales for the Feltboard and Readers’ Theater. Oryx, 1996.

Prepared by the Children’s Librarians at the Northport-East Northport Public Library

Libraries and Early Childhood Related Research

Early Childhood Longitudinal Study

New NCES Report Highlights Preschoolers' Knowledge and Skills

The ALA Office for Research and Statistics

The first report produced using data from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in the year 2001, provides a range of information about these children when they were about 4 years old.

Preschool: First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort, released by the National Center for Education Statistics (NCES), shows that children at an early age demonstrated a wide range of skills and abilities. For example, 64 percent of children could identify the colors blue, yellow, orange, black, and brown without assistance at about 4 years of age, while 65 percent were proficient in naming numbers and shapes.

ECLS-B is designed to provide detailed information on children's development, health, and early learning experiences in the years leading up to entry into school. The longitudinal study is following the progress of about 10,000 children, which is representative of the approximately 4 million children born in the United States in 2001. The study is the first national effort to directly assess children's early mental and physical development, their relationships with parents, the quality of their early care and education, and the contributions of both mothers and fathers in their lives.

Other findings from the report include:

Three-quarters (77 percent) of the children in the study were living in two-parent households; and about two-thirds of the children's mothers were either working full- or part-time (60 percent) or looking for work (6 percent).

Children with two-parent families scored higher than children with single-parent families in several aspects of early literacy: letter recognition, or children's ability to identify letters of the alphabet; phonological awareness, or understanding of the sounds and structure of spoken language; and conventions of print, or understanding such aspects as the reading of English text from left to right.

The percentage of children demonstrating proficiency in numbers and shapes ranged from 40 percent among lower socioeconomic status (SES) families to 87 percent in higher SES families.

About 80 percent received care from someone other than a parent on a regular basis. Specifically, 45 percent were in a center-based (non-Head Start) setting; 13 percent were in a Head Start setting; 13 percent were in a home-based relative care setting; and 8 percent were in a home-based nonrelative care setting.

The data upon which this report is based are available in the ECLS-B Longitudinal 9-Month-Preschool Restricted-Use Data File and Electronic Codebook (NCES 2008-034). For information about ordering these data, which are only available in restricted-use format, please visit:
http://nces.ed.gov/statprog/instruct.asp